Marketing TextGerman language training for Turkish people, based on the concepts of blended learning!

SummaryThe main outcome of the partnership was to see the effectiveness of blended learning concepts used in the project topics. This fact should be a new motivation to develop much more programs based on international and intercultural training concepts in the topic of blended learning.

DescriptionThe partnerorganisations OKAN University from Istanbul/Turkey, Institute for intercultural affairs (INKA) from Dornbirn/Austria and Global Partners Online Communication Services Trust reg. from Nendeln/Liechtenstein started their "e-emec" project work in August 2009.
The aim of the e-emec project partnership was to develop a German-language training (language level A1/A2 European Competence Framework) as a prototype for a Turkish-native-speaking target group, on the concetp of "blended learning", to evaluate the suitability and performance in a test run within an evaluation group.
Preparational duties and responsibilities were, to develop a training plan, learning objectives and a common learning strategy: based on 10 learning steps, specific e-learning modules with learning and exercise sections (quizzes and tests) and worksheets were developed, the use of virtual classrooms (37 sessions were held) as a link between electronic and face learning was integrated and a 10 days attendance training was held. Finally, the participants of the evaluation group were able to obtain a language certificate in accordance with their new skills, in front of an external evaluation of the Commission. From the original 45 participants strarting with the evaluation program 11 people could obtain a language certificate.

Part of the project work was to implement and strengthen the necessary skills for the project partners on the basis of knowledge and technology transfer, held within a train-the-trainer training session. 6 teaching professionals obtained a certificate after this training for "virtual classroom training" so they were able to expand their skills and had the opportunity to exercise various scenarios.

The learning progress of the evaluation group were continuously logged with the help of the used learning management system and in direct contact between teachers, project management and evaluation group. Thus an accompanying quality management was possible that could accurately detect all the details in every step of the project for the evaluation.

In total 20 meetings all conceptual tasks, planning and major tasks were coordinated, planned and implemented. Accompanying the project technical work the project partners worked on a personal cultural and linguistic exchange. Mutual visits to public institutions, public representatives and decision makers were part of the work at the international meetings. In addition to support the project communication and face-to-face-meetings, modern communication tools like e-mail, Skype and meetings inside virtual classrooms were used. All relevant project information has been collected continuously and published on the project website (www.e-emec.com). Publications in the national newspapers and on the campus information channel of theOKAN University completed the external communication.

This partnership project was one with unusually high work effort and commitment by the project partners because of the high acceptance, relevance and importance of the project topic provided by the partner organizations, the appreciation of the importance of a common support and solution of tasks in the field of migration and integration. Together we worked on nearly every planning tasks in our working meetings (virtual and face_to_face), each partner fulfilled his tasks resulting of this plan. Finally we developed an own working rhythm (planning - organization - tastk-sharing - detail work, common crosscheck and adjustment - implementation - result control) which guides us through the project working process and is still visible within the topics of the mobility priorities.

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